China are in this way brought in close contact with one another, and even from one establishment the good that may come to China is quite incalculable. This brings us to the fifth great aim of education, the leavening of public opinion in China so that Christianity will find ground prepared for its sowing. The destruction of superstition, the production of Western ethics make Christianity a reasonable instead of an unreasonable religion to those who hear it preached. Clearly to leaven public opinion influence must be applied to those who will control such powers as those of the press and the school; the teacher and the writer are the men who should be especially aimed at; and to attain this aim, it is necessary to institute and maintain {263} places where higher knowledge is taught rather than only primary schools. But there is another object, the sixth aim for education in China. One of the unpleasant features in the revolution that is going on in Chinese thought is the present introduction of Western materialism, which to judge by the example in Japan, will grow more rankly after transplantation. The West has a double aspect when seen from the East; it is a Christian world where women are pure and men are honourable; it is a rich world where there are no moral obligations. The first aspect is the one that is represented by the missionary; the second aspect is too often taught by the sailor and merchant classes; and when the Chinaman asks what is the thought and the base of Western teaching, the Japanese materialist, pointing to the example set by many Western lives, declares that Christianity in Europe is like Buddhism in Japan, a religion that at one time had many adherents but whose influence is fast waning, and it is in resisting this materialism that the Missionary College and University perform perhaps their most important task. The men who are to do this work must be men most highly skilled in Western knowledge; they must understand science and be able to meet a follower of Haeckel in debate, they must be competent to discuss sociology with disciples of Herbert Spencer, and they must not be afraid to dip into the {264} study of comparative religion; in addition, they must be qualified to write excellent Chinese and to be firm in their Christian faith. The production of such men as these should also satisfy the seventh and last aim of Christian education: it will associate learning with Christianity in the minds of the Chinese. The keynote of Chinese thought is its great admiration for learning. In China there is no caste or class, no division except between the ignorant and the learned; if Christianity is associated with ignorance, its influence will be lost, and it is no mean object to make Christianity and knowledge in the mind of the Chinaman two parts of one great idea.